This blog contains a series of movie segments to be used to brainstorm, warm up, follow up, and activate schemata, preparing the students for the topic that will be discussed in class. Here you will find the segments, the lesson plans, and varied topics to foster conversation. You may use the activities for a full two-hour class or they can be used separately to brainstorm or wrap up the topic, focusing on conversation, vocabulary and listening comprehension.

Saturday, January 30, 2010

Watch the first movie segment and discuss the following questions with a partner.

1. Describe what happened in the scene.

2. What do you think actually happened before the scene took place?

3. What would you do if you were one of the characters in the segment?

4. The family was alone on their farm. Is it possible that vandals had done it without their noticing it? What about aliens?

5. What will happen next?

6. Do you believe in aliens or UFOs? Why (not)?

Watch the second segment from the same movie and discuss the questions that follow.

1. Describe the scene

2. What are the characters' guesses for the happening?

3. Do you agree with them?

4. Would you continue living on that farm? Why (not)?

5. Would you try to make contact with an alien if you saw one near you? Why (not)?

6. What do you know about crop circles?

Work with a partner. Check the alternative that you believe is correct. The information was collected from the thought-provoking site below. Read the abstract taken from it.
Myths-Dreams-Symbols-Crop Circles

Crop Circles are unexplained designs that are imprinted over the span of usually one night in fields of mostly wheat & corn, but have also occurred in barley, oats, rape (canola), grass, trees, and even snow. In other words, any organic material in which a distinguishable impression can be made. They occur in crops during the spring & summer seasons throughout various regions of the world, such as in the U.S., Canada, throughout Europe, South America, Asia and Australia.

1. What are the only two countries where crop circles have never been reported?

4. When did the circles become complex pictograms composed of straight lines and spiral rings?

a. 1975
b. 1980
c. 1985
d. 1990
Answers: 1.c - 2.a - 3.a - 4. d
Decide with a partner. What is the best explanation to the crop circles? Justify it.
1. Natural phenomena
2. Extra-terrestrials
3. Hoaxes
Work in pairs. Here are some reflections taken from the thought-provoking site Crop Circles: Fact or Fiction , a serious investigative website. Read some of their reflections and prepare a theory to explain each one of them
1) Although some crop circles have been made by man, decades (and even centuries) of cereal crop circle events as well as most of the 10,000 + formations in the last 10 to 12 years occurring in at least 34 countries scattered all across the globe is beyond human connivance.
2). England has a very rich spiritual/religious history. Ninety percent of all crop circles worldwide have appeared within a forty mile radius of the ancient Stonehenge sacred rock monument in England’s Wiltshire county. Likewise, most of the Canadian crop circles have been located on lands of those of strong spiritual persuasions such as regular church attendees and native people’s ancient sacred sites.
3) Scientific studies have proven that genuine formations are created with unknown technologies using unknown energies causing weird anomalies in the soil, plants and subsequent seed germination rates. These anomalies can’t be explained away by any conventional science.
4) Other unexplainable physical anomalies such as spinning compasses, equipment failure from drained batteries and balls of light have been seen and photographed many times in and/or near fresh formations. This has been increasing in intensity in the last few years and is backed up with photographic proof.

Friday, January 22, 2010

2) How is gun purchase restrictions in a country related to its crime rates?

3) Do you know the rules to buy a gun in your country? What exactly do you know about it?

4) What are the consequences if you are caught carrying a gun that was bought legally at a public place in your city? Do you agree with it? Why (not)?

5) What are the consequences if you are caught carrying a gun that was bought illegally at a public place in your city? Do you agree with it? Why (not)?

6) Do you think that forbidding gun selling will solve or lower crime rates? Why (not)?

II. Look at some of the rules a citizen must obey when buying a gun in the USA. Talk to your group mates and write F if you think the law is fair enough, L if you think it is too lenient, and S if you think it is too strict.

1. ( ) Some states (hard states) require you to attend a weapons safety class before you can purchase a weapon.

2. ( ) Other states (easy states) don't have any special training requirement to purchase a gun.

3. ( ) If you buy a weapon in an "easy" state and transport it to a "hard" state, the weapon
is technically illegal.

4. ( ) The age at which you can purchase a weapon depends on the weapon.

5. ( ) Shotguns are easier to purchase than rifles and handguns. That's because they're primarily used for hunting.

6. ( ) In most states, carry permits are issued by counties. Whenever you purchase a weapon, you're supposed to inform it so the weapon can be tracked. However, not all of the states require it.

III. Now decide what the best regulations of gun trade would be. Make a list of rules that should be followed by everyone and share it with the rest of the class.

MY OTHER BLOG

Movie Segments to Assess Grammar Goals

About Me

I'm a teacher at Casa Thomas Jefferson, Brasilia, Brazil. I'm a Branch Coordinator and Teacher Trainer as well. I really like movies and seeing them with "different" eyes, trying to see how I can use them in my classroom. Recently, I have dedicated my ideas to grammar activities with movie segments because, apparently, teachers use movies for many purposes, but grammar. Working with movie segments fosters students' production and interest. I truly believe that grammar exercises should be attractive. I have just developed a new blog for movie segments to enhance topic based classes, focusing on conversation, listening comprehension and vocabulary acquisition. If you have suggestions for the blogs and the activities, just say it!

Casa Thomas Jefferson

O Inglês Como Deve Ser

Welcome

The main purpose of this blog is to share activities to enhance the teacher's lesson plan. They will not replace the course book, but they will make the lessons more attractive and richer. Share your warm-up activity with movie segments too. You may email it to me at claudioazevedo@thomas.org.br and the activity will be credited to you with a link to your own site if it's the case. Give me suggestions for topics and segments too, please. Isn't sharing just fantastic?